Division of Pharmaceutical Outcomes and Policy, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
Cecil G. Sheps Center for Health Services Research, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
J Asthma. 2021 Dec;58(12):1565-1573. doi: 10.1080/02770903.2020.1817936. Epub 2020 Sep 23.
We examined how an asthma question prompt list with video intervention influenced discussion of and provider education about asthma triggers.
English or Spanish-speaking adolescents ages 11-17 with persistent asthma and their caregivers were enrolled from four pediatric clinics. Adolescents were randomized to the intervention or usual care groups. Adolescents in the intervention group watched the video on an iPad and then completed a one-page asthma question prompt list before their visits. All visits were audio-recorded. Generalized Estimating Equations were used to predict the number of trigger areas discussed and the number of areas providers educated adolescents about during visits.
Forty providers and 359 patients participated. Triggers were discussed during 89% of intervention group visits and 81% of usual care visits; providers educated adolescents about triggers during 59% of intervention group visits and 46% of usual care visits. More triggers were significantly more likely to be discussed and providers educated about more trigger areas during visits of adolescents in the intervention group and when adolescents asked one or more questions during visits. More trigger areas were significantly more likely to be discussed if the adolescent was White and male. Providers were significantly more likely to educate adolescents whose family spoke Spanish at home about more trigger areas than adolescents who spoke English at home.
More trigger areas were significantly more likely to be discussed and providers educated about more trigger areas during visits of adolescents who received the intervention and when adolescents asked one or more questions.
我们研究了哮喘问题提示清单与视频干预如何影响哮喘诱因的讨论和提供者教育。
从四家儿科诊所招募了年龄在 11-17 岁、持续患有哮喘的英语或西班牙语患者及其照顾者。青少年被随机分配到干预组或常规护理组。干预组的青少年在 iPad 上观看视频，然后在就诊前完成一页哮喘问题提示清单。所有就诊均进行录音。使用广义估计方程预测就诊期间讨论的诱因区域数量和提供者教育青少年的区域数量。
共有 40 名提供者和 359 名患者参与。干预组就诊中有 89%讨论了诱因，常规护理组就诊中有 81%讨论了诱因；干预组就诊中有 59%的提供者教育青少年了解诱因，常规护理组就诊中有 46%的提供者教育青少年了解诱因。在干预组和青少年在就诊中提出一个或多个问题时，青少年在就诊中更有可能讨论更多的诱因，提供者更有可能教育青少年更多的诱因。如果青少年是白人且为男性，那么更多的诱因更有可能被讨论。如果家庭在家中讲西班牙语，提供者更有可能教育青少年更多的诱因，而不是在家中讲英语的青少年。
在接受干预的青少年和青少年在就诊中提出一个或多个问题时，更有可能讨论更多的诱因，提供者更有可能教育青少年更多的诱因。
